Great Staughton Primary Academy

What Ofsted said

From the inspection on 20 January 2026

This small village school prepares pupils well for life in modern Britain as well as globally responsible citizens. Pupils respect and embrace diversity. They understand how people overcome barriers to succeed. This helps them to be empathetic, compassionate and open-minded young people. They do not tolerate any prejudice. Pupils are happy because they feel safe and they value what they learn. If a child has a problem they can turn to a staff member for help. This is because leaders have established a highly caring and inclusive ethos. Pupils flourish here. Older pupils support their friends and younger pupils too. Prefects in Year 6 become 'buddies' with the children in the Reception Year. This helps them to settle quickly into school life. Pupil mediators support their friends to resolve any rare disagreements. Teachers’ consistent high expectations ensure that pupils behave positively and with kindness. In the nursery, teachers establish clear routines. As a result, children listen carefully and understand what is expected of them. Pupils are eager to learn from the moment they arrive at school. They bring tremendous enthusiasm to their learning. They settle quickly without prompting. Bullying is rare. Pupils are confident that it is dealt with swiftly by the school. Pupils are articulate and build a rich vocabulary. They discuss their ideas confidently in groups. Older pupils in the mixed-age classes support the younger pupils. For example, they demonstrate how to solve more complex mathematical problems. Pupils develop the resilience to work things out for themselves. They are confident learners and achieve well. Pupils love their school. They do not want to miss a day of learning. As a result, rates of attendance are high.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

Read the full Ofsted report (opens in a new tab)